Bridging Literacy in Remote Area Toraja: Developing Multilingual Digital Learning Materials using Flipbook Apps

Background/purpose. Educational inequality in Indonesia’s remote regions is intensified by a shortage of culturally relevant multilingual resources and insufficient teacher training. Students whose first language differs from Bahasa Indonesia face barriers in literacy acquisition, leading to persistent learning gaps. This study was conducted to design and evaluate multilingual children’s literature supported by a flipbook application, with the primary purpose of improving literacy outcomes and ensuring practical usability in isolated school settings.

Materials/methods. The research employed a design-based research (DBR) framework, involving iterative cycles of design, implementation, and evaluation. The flipbook-supported literature was implemented with Grade VII students across three junior high schools in Toraja. The number of participants in the study are 68 students and 3 teachers who teach Indonesian subjects. Effectiveness was measured through student post-tests, while practicality was assessed using structured questionnaires capturing students’ perceptions of usability and accessibility.

Results. Instrument validity was confirmed using the Pearson Product-Moment correlation, and paired sample t-tests indicated a significant improvement in student literacy skills (mean pre-test = 68.41, post-test = 86.89; t(67) = –25.744, p = 0.000). Observations and interviews revealed that teacher facilitation, prior exposure to digital tools, classroom management, and access to technological resources influenced the practical usability and effectiveness of the Flipbook. Differences in socioeconomic background and school facilities affected students’ access to digital learning, prompting teachers to employ adaptive strategies such as printed materials, group work, and locally adapted media to maintain engagement.

Conclusion. The findings demonstrate that Flipbook-supported multilingual digital materials are practical, effective, and adaptable in remote contexts, though minor usability improvements could enhance outcomes. This study is limited to three schools and selected Toraja folktales, suggesting future research should broaden the sample and cultural content to improve generalizability and long-term literacy development.

Keywords: Multilingual digital literature, flipbook application, literacy development, remote area, educational technology

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